Explicit Instruction: Historical and Contemporary Contexts

Learning Disabilities Research and Practice

Volumn 32, Issue 3, 2017, Pages 140-148

  Hughes, Charles A ^a   Morris, Jared R ^a   Therrien, William J ^b   Benson, Sarah K ^b  

^a PENNSYLVANIA STATE UNIVERSITY   (United States)

^b UNIVERSITY OF VIRGINIA   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 85021292385     PISSN: 09388982     EISSN: 15405826     Source Type: Journal    
DOI: 10.1111/ldrp.12142     Document Type: Article

References (68)

1. Archer, A. L., & Hughes, C. A. (2011). Explicit instruction: Effective and efficient teaching. New York: Guilford Press.
2. Baker, S., Lesaux, N., Jayanthi, M., Dimino, J., Proctor, C. P., Morris, J., et al. (2014). Teaching academic content and literacy to English learners in elementary and middle school (NCEE 2014–4012). Washington, DC: National Center for Education Evaluation and Regional Assistance (NCEE), Institute of Education Sciences, U.S. Department of Education. Retrieved from: https://ies.ed.gov/ncee/wwc/PracticeGuides
3. Berliner, D. C. (1980). Using research on teaching for the improvement of classroom practice. Theory into Practice, 19(4), 302–308. Retrieved from https://doi.org/10.1080/00405848009542916
4. Brophy, J. E., & Evertson, C. M. (1976). Learning from teaching: A developmental perspective. Boston, MA: Allyn and Bacon.
5. Brophy, J., & Good, T. L. (1986). Teacher behavior and student achievement. In M. Wittrock (Ed.), Handbook of research on teaching (pp. 225–296). New York: Macmillan.
6. Christenson, S. L., Ysseldyke, J. E., & Thurlow, M. L. (1989). Critical instructional factors for students with mild handicaps: An integrative review. Remedial and Special Education, 10(5), 21–31. Retrieved from https://doi.org/10.1177/074193258901000505
7. Clark, R. E., Kirschner, P. A., & Sweller, J. (2012). Putting students on the path to learning: The case for fully guided instruction. American Educator, 36(1), 6–11.
8. Deshler, D. D., & Schumaker, J. B. (1986). Learning strategies: An instructional alternative for low-achieving adolescents. Exceptional Children, 52(6), 583–590.
9. Dexter, D. D., & Hughes, C. A. (2011). Graphic organizers and students with learning disabilities: A meta-analysis. Learning Disability Quarterly, 34, 51–72. Retrieved from https://doi.org/10.1177/073194871103400104
10. Dexter, D. D., & Hughes, C. A. (2013). Graphic organizers as aids for students with disabilities. In G. Schraw, M. McCrudden, & D. Robinson (Eds.), Learning through visual displays (Current perspectives on cognition, learning, and instruction series) (pp. 221–302). Charlotte: Information Age.
11. Doabler, C. T., Cary, M. S., Jungjohann, K., Clarke, B., Fien, H., Baker, S., et al. (2012). Enhancing core mathematics instruction for students at risk for mathematics disabilities. Teaching Exceptional Children, 44(4), 48–57. Retrieved from https://doi.org/10.1177/004005991204400405
12. Doabler, C. T., Clarke, B., Stoolmiller, M., Kosty, D. B., Fien, H., Smolkowski, K., et al. (2016). Explicit instructional interactions exploring the black box of a tier 2 mathematics intervention. Remedial and Special Education. Advance online publication. Retrieved from https://doi.org/10.1177/0741932516654219
13. Dunlosky, J., Rawson, K. A., Marsh, E. J., Nathan, M. J., & Willingham, D. T. (2013). Improving students’ learning with effective learning techniques promising directions from cognitive and educational psychology. Psychological Science in the Public Interest, 14(1), 4–58. Retrieved from https://doi.org/10.1177/1529100612453266
14. Engelmann, S., & Carnine, D. (1982). Theory of instruction: Principles and applications. New York: Irvington.
15. Fien, H., Smith, J. L. M., Smolkowski, K., Baker, S. K., Nelson, N. J., & Chaparro, E. (2015). An examination of the efficacy of a multitiered intervention on early reading outcomes for first grade students at risk for reading difficulties. Journal of Learning Disabilities, 48(6), 602–621.
16. Frye, D., Baroody, A. J., Burchinal, M., Carver, S. M., Jordan, N. C., & McDowell, J. (2013). Teaching math to young children: A practice guide (NCEE 2014–4005). Washington, DC: National Center for Education Evaluation and Regional Assistance (NCEE), Institute of Education Sciences, U.S. Department of Education. Retrieved from https://ies.ed.gov/ncee/wwc/PracticeGuides
17. Fuchs, D., & Fuchs, L. S. (2005). Peer-assisted learning strategies: Promoting word recognition, fluency, and reading comprehension in young children. The Journal of Special Education, 39(1), 34–44. Retrieved from https://doi.org/10.1177/00224669050390010401
18. Fuchs, L. S., Fuchs, D., Schumacher, R. F., & Seethaler, P. M. (2013). Instructional intervention for students with mathematics learning disabilities. In H. Swanson, K. Harris, & S. Graham (Eds.), Handbook of learning disabilities (pp. 388–404). New York: Guilford Press.
19. Fuchs, L. S., Fuchs, D., & Malone, A. S. (in press). The taxonomy of intervention intensity. Teaching Exceptional Children.
20. Gage, N. L., & Needles, M. C. (1989). Process-product research on teaching: A review of criticisms. Elementary School Journal, 89, 253–300. Retrieved from https://doi.org/10.1086/461577
21. Gersten, R. (1998). Recent advances in instructional research for students with learning disabilities: An overview. Learning Disabilities Research and Practice, 13(3), 162–170. Retrieved from https://doi.org/10.1111/ldrp.12105
22. Gersten, R., Baker, S. K., Pugach, M., Scanlon, D., & Chard, D. (2001). Contemporary research on special education teaching. In V. Richardson (Ed.), Handbook for research on teaching (4th ed., pp. 695–722). Washington, DC: American Educational Research Association.
23. Gersten, R., Beckmann, S., Clarke, B., Foegen, A., Marsh, L., Star, J. R., et al. (2009). Assisting students struggling with mathematics: Response to INTERVENTION (RtI) for elementary and middle schools (NCEE 2009–4060). Washington, DC: National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education. Retrieved from https://ies.ed.gov/ncee/wwc/PracticeGuides
24. Gettinger, M. & Seibert, J.K. (2002). Best practices in increasing academic learning time. In A. Thomas & J. Grimes (Eds.), Best practices in school psychology (4th ed., Vol. 1, pp. 773–787). Bethesda, MD: National Association of School Psychologists.
25. Goeke, J. L. (2009). Explicit instruction: A framework for meaningful direct teaching. Upper Saddle River, NJ: Merrill.
26. Graham, S., & Harris, K. R. (2009). Almost 30 years of writing research: Making sense of it all with The Wrath of Khan. Learning Disabilities Research and Practice, 24(2), 58–68. Retrieved from https://ies.ed.gov/ncee/wwc/PracticeGuides
27. Graham, S., Bollinger, A., Booth Olson, C., D'Aoust, C., MacArthur, C., McCutchen, D., et al. (2012). Teaching elementary school students to be effective writers: A practice guide (NCEE 2012–4058). Washington, DC: National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education. Retrieved from http://ies.ed.gov/ncee/wwc/publications_reviews.aspx#pubsearch
28. Graham, S., McKeown, D., Kiuhara, S., & Harris, K. R. (2012). A meta-analysis of writing instruction for students in the elementary grades. Journal of Educational Psychology, 104(4), 879–896. Retrieved from https://doi.org/10.1037/a0029185
29. Hall, T., & Vue, G. (2004). Explicit instruction. Wakefield, MA: National Center on Accessing the General Curriculum. (Links updated 2014). Retrieved from http://aem.cast.org/about/publications/2002/ncac-explicit-instruction.html
30. Hattie, J. (2009). Visible learning: A synthesis of 800+ meta-analyses on achievement. New York: Routledge.
31. Hattie, J., & Yates, G. (2014). Visible learning and the science of how we learn. New York: Routledge.
32. Hattie, J., Marsh, H. W., Neill, J. T., & Richards, G. E. (1997). Adventure education and outward bound: Out-of-class experiences that make a lasting difference. Review of Educational Research, 67(1), 43–87. Retrieved from https://doi.org/10.3102/00346543067001043
33. Herrera, S., Truckenmiller, A. J., & Foorman, B. R. (2016). Summary of 20 years of research on the effectiveness of adolescent literacy programs and practices (REL 2016–178). Washington, DC: U.S. Department of Education, Institute of Education Sciences, National Center for Education Evaluation and Regional Assistance, Regional Educational Laboratory Southeast. Retrieved from http://ies.ed.gov/ncee/edlabs
34. Heward, W. L., & Wood, C. L. (2013). Improving educational outcomes in America: Can a low-tech, generic teaching practice make a difference? Paper presented at The Wing Institute's Eighth Annual Summit on Evidence-based Education, Berkeley, CA. Retrieved from http://www.winginstitute.org/uploads/docs/2013WingSummitWH.pdf
35. Hollo, A., & Wehby, J. H. (2017). Teacher talk in general and special education elementary classrooms. The Elementary School Journal, 117(4). Advance online publication. Retrieved from https://doi.org/10.1086/691605
36. Hughes, C. A. (2011). Effective design and delivery of task-specific learning strategy instruction for students with learning disabilities. Focus on Exceptional Children, 44(2), 1–16.
37. Joseph, L. M., Alber-Morgan, S., & Neef, N. (2016). Applying behavior analytic procedures to effectively teach literacy skills in the classroom. Psychology in the Schools, 53(1), 73–88. Retrieved from https://doi.org/10.1002/pits.21883
38. Kame'enui, E. J., Francis, D. J., Fuchs, L., Good, R. H., O'Connor, R. E., & Simmons, D. C. (2002). An analysis of reading assessment instruments for K-3. Washington, DC: National Institute for Literacy.
39. Kamil, M. L., Borman, G. D., Dole, J., Kral, C. C., Salinger, T., & Torgesen, J. (2008). Improving adolescent literacy: Effective classroom and intervention practices: A practice guide (NCEE 2008-4027). Washington, DC: National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education. Retrieved from https://ies.ed.gov/ncee/wwc/PracticeGuides
40. Klahr, D., & Nigam, M. (2004). The equivalence of learning paths in early science instruction: Effects of direct instruction and discovery learning. Psychological Science, 15(10), 661–667.
41. Kroesbergen, E. H., & Van Luit, J. E. (2003). Mathematics interventions for children with special educational needs: A meta-analysis. Remedial and Special Education, 24(2), 97–114. Retrieved from https://doi.org/10.1177/07419325030240020501
42. Kroesbergen, E. H., Van Luit, J. E., & Maas, J. E. (2004). Effectiveness of explicit and constructivist mathematics instruction for low-achieving students in the Netherlands. The Elementary School Journal, 104(3), 233–251.
43. Lorch Jr, R. F., Lorch, E. P., Calderhead, W. J., Dunlap, E. E., Hodell, E. C., & Freer, B. D. (2010). Learning the control of variables strategy in higher and lower achieving classrooms: Contributions of explicit instruction and experimentation. Journal of Educational Psychology, 102(1), 90–101.
44. Marin, L. M., & Halpern, D. F. (2011). Pedagogy for developing critical thinking in adolescents: Explicit instruction produces greatest gains. Thinking Skills and Creativity, 6(1), 1–13.
45. Mason, L. H., & Hedin, L. R. (2011). Reading science text: Challenges for students with learning disabilities and considerations for teachers. Learning Disabilities Research and Practice, 26(4), 214–222. Retrieved from https://doi.org/10.1111/j.1540-5826.2011.00342.x
46. Mastropieri, M. A., Scruggs, T. E., Bakken, J. P., & Whedon, C. (1996). Reading comprehension: A synthesis of research in learning disabilities. In T. Scruggs & M. Mastropieri (Eds.), Advances in learning and behavioral disabilities: Vol. 10 (pp. 277–303). Greenwich, CT: JAI.
47. Mayer, R. E. (2004). Should there be a three-strikes rule against pure discovery learning? American Psychologist, 59(1), 14–19. Retrieved from https://doi.org/10.1037/0003-066x.59.1.14
48. McLeskey, J., Barringer, M. -D., Billingsley, B., Brownell, M., Jackson, D., Kennedy, M., et al. (2017). High-leverage practices in special education. Arlington, VA: Council for Exceptional Children & CEEDAR Center.
49. Nelson-Walker, N. J., Fien, H., Kosty, D. B., Smolkowski, K., Smith, J. L. M., & Baker, S. K. (2013). Evaluating the effects of a systemic intervention on first-grade teachers' explicit reading instruction. Learning Disability Quarterly, 36(4), 215–230. Retrieved from https://doi.org/10.1177/0731948712472186
50. Roberts, G., Torgesen, J. K., Boardman, A., & Scammacca, N. (2008). Evidence-based strategies for reading instruction of older students with learning disabilities. Learning Disabilities Research and Practice, 23(2), 63–69. Retrieved from https://doi.org/10.1111/j.1540-5826.2008.00264.x
51. Rosenshine, B. (1997). The case for explicit, teacher-led, cognitive strategy instruction. Paper presented at the annual meeting of the American Educational Research Association, Chicago.
52. Rosenshine, B., & Stevens, R. (1986). Teaching functions. In M. Wittrock (Ed.), Handbook of research on teaching (pp. 376–391). New York: Macmillan.
53. Shanahan, T., Callison, K., Carriere, C., Duke, N. K., Pearson, P. D., Schatschneider, C., et al. (2010). Improving reading comprehension in kindergarten through 3rd grade: A practice guide (NCEE 2010–4038). Washington, DC: National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education. Retrieved from https://ies.ed.gov/ncee/wwc/PracticeGuides
54. Siegler, R., Carpenter, T., Fennell, F., Geary, D., Lewis, J., Okamoto, Y., et al. (2010). Developing effective fractions instruction for kindergarten through 8th grade: A practice guide (NCEE 2010-4039). Washington, DC: National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education. Retrieved from https://ies.ed.gov/ncee/wwc/PracticeGuides
55. Slavin, R. E. (1984). Team assisted individualization: Cooperative learning and individualized instruction in the mainstreamed classroom. Remedial and Special Education, 5(6), 33–42. Retrieved from https://doi.org/10.1177/074193258400500606
56. Smith, B., Spooner, F., & Wood, C. (2013). Using embedded computer-assisted explicit instruction to teach science to students with autism spectrum disorder. Research in Autism Spectrum Disorders, 7(3), 433–443. Retrieved from https://doi.org/10.1016/j.rasd.2012.10.010
57. Smith, J. L. M., Sáez, L., & Doabler, C. T. (2016). Using explicit and systematic instruction to support working memory. TEACHING Exceptional Children, 48(6), 275–281. Retrieved from https://doi.org/10.1177/0040059916650633
58. Solis, M., Ciullo, S., Vaughn, S., Pyle, N., Hassaram, B., & Leroux, A. (2012). Reading comprehension interventions for middle school students with learning disabilities: A synthesis of 30 years of research. Journal of Learning Disabilities, 45(4), 327–340. Retrieved from https://doi.org/10.1177/0022219411402691
59. Star, J. R., Caronongan, P., Foegen, A., Ferguson, J., Keating, B., Larson, M. R., et al. (2015). Teaching strategies for improving algebra knowledge in middle and high school students (NCEE 2014–4333). Washington, DC: National Center for Education Evaluation and Regional Assistance (NCEE), Institute of Education Sciences, U.S. Department of Education. Retrieved from: https://ies.ed.gov/ncee/wwc/PracticeGuides
60. Stull, A. T., & Mayer, R. E. (2007). Learning by doing versus learning by viewing: Three experimental comparisons of learner-generated versus author-provided graphic organizers. Journal of Educational Psychology, 99(4), 808–820. Retrieved from https://doi.org/10.1037/0022-0663.99.4.808
61. Swanson, H. L. (1999). Reading research for students with LD: A meta-analysis of intervention outcomes. Journal of Learning Disabilities, 32(6), 504–532. Retrieved from https://doi.org/10.1177/00222194990320060510.1177/002221949903200605
62. Swanson, H. L. (2001). Searching for the best model for instructing students with learning disabilities. Focus on Exceptional Children, 34(2), 1–14.
63. Swanson, H. L., & Deshler, D. (2003). Instructing adolescents with learning disabilities: Converting a meta-analysis to practice. Journal of Learning Disabilities, 36(2), 124–135. Retrieved from https://doi.org/10.1177/002221940303600205
64. Swanson, H. L., & Hoskyn, M. (2001). Instructing adolescents with learning disabilities: A component and composite analysis. Learning Disabilities Research and Practice, 16(2), 109–119. Retrieved from https://doi.org/10.1111/0938-8982.00012
65. Swanson, H. L., & Sachse-Lee C. (2000). A meta-analysis of single-subject-design intervention research for students with LD. Journal of Learning Disabilities, 33(2), 114–136. Retrieved from https://doi.org/10.1177/00222194000330020110.1177/002221940003300201
66. Vaughn, S., Gersten, R., & Chard, D. J. (2000). The underlying message in LD intervention research: Findings from research syntheses. Exceptional Children, 67(1), 99–114.
67. Watkins, C. L., & Slocum, T. A. (2003). The components of direct instruction. Journal of Direct Instruction, 3(2), 4–32.
68. Woodward, J., Beckmann, S., Driscoll, M., Franke, M., Herzig, P., Jitendra, A., et al. (2012). Improving mathematical problem solving in grades 4 through 8: A practice guide (NCEE 2012–4055). Washington, DC: National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education. Retrieved from http://ies.ed.gov/ncee/wwc/publications_reviews.aspx#pubsearch